Contemplative Pedagogy: Fostering Transformative Learning in a Critical Service Learning Course

Gardner, Paula

doi:10.1177/1053825920952086

Cited by 8 publications

(3 citation statements)

References 35 publications

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“…However, they would turn to be happy at the end of SL under the community/ institution partner's assistances or when the served gave them positive feedback. In other words, as Gardner (2021) stressed "how" SL does is less explored in research, rather than knowing "what" emotions are, our study argues, for course instructors, "how" students' emotions occur and "what" are students' emotion processes of SL are suggested to be considered while conducting a SL course since some research found students' academic satisfaction and achievement are connected to fewer bad emotional experiences and more good emotional experiences (Kleine, 2005;Lee, & Chei, 2020).…”

Section: Discussionmentioning

confidence: 90%

Exploring Service Learning From the Perspective of Early Childhood Pre-Service Teacher Education

CHEN

2022

International Online Journal of Primary Education

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Service learning has been stressed as an effective pedagogical approach to enhance students' professional skills and citizenship for future development. However, service-learning research concerning early childhood pre-service teacher education has been rarely done. This study explored how undergraduate students in an early childhood pre-service teacher education program experienced in seven different service learning activities and discussed the meanings of their experiences from the perspective of early childhood pre-service teacher education. Participants in the study were 99 undergraduate students of early childcare and education. Their speech reflections, SL (Service learning) reports and verbal presentations during the course and service learning were analyzed qualitatively. The study revealed participants experienced emotion processes. In addition, participants learned professional skills and formed their teacher traits. How to balance the student choice and the goals of the course from SL activity needs to be taken into account.

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Section: Discussionmentioning

confidence: 90%

Exploring Service Learning From the Perspective of Early Childhood Pre-Service Teacher Education

CHEN

2022

International Online Journal of Primary Education

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“…Furthermore, the word kepedulian (concern) resonates with the contemplative pedagogy advocated by Gardner (2020), who emphasizes the importance of fostering a learning environment that encourages care for self and others, promoting transformative learning experiences. The practice of sembahyang within the educational framework at Pasastrian Kusalamitra aligns with the spiritual nurturing highlighted in the work of Hyde (2016), which discusses the practical expression of educational values such as hospitality and spiritual care in schools.…”

Section: Diagram 1 Visualizing Ethics Word Cloud Analysis Of Buddhist...mentioning

confidence: 99%

Integrating Buddhist Ethics into Boarding School Education : Character Development at Pasastrian Kusalamitra, Gunung Kidul, Indonesia

Jovini,

Sutikyanto,

Andanti

2024

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aims to explore Buddhist character values focused on the educational processes at Pasastrian Kusalamitra Gunung Kidul and how these values are implemented within the boarding school context to develop student character. The study method used was descriptive with a qualitative approach, including interviews, focus group discussion, direct observation, participant observation, and document review. The subjects of this study included key individuals directly involved in educational programs, comprising the principal and vice principal of PKBM Homeschooling Kusalamitra, twelfth-grade teachers and students, selected for their significant roles in and deep engagement with the school’s activities. Data collected were analyzed using NVivo 14, employing thematic analysis to develop codes and themes, guided by description-focused coding, which involves extracting relevant statements, describing them, and tagging them for systematic categorization. Findings revealed that these Buddhist virtues significantly enhanced students' ethical orientations and personal growth, thereby boosting their academic and social skills. By deeply embedding these values within its educational framework, Pasastrian Kusalamitra not only promoted holistic development but also equipped students with the resilience and empathy needed for modern societal interactions. Highlighting the transformative potential of religious ethics in education, the study suggests robust pathways for developing moral character in diverse learning environments.

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“…Therefore, SL pedagogy can be used to explore the extent to which it can help to unearth learners' shortcomings in reading and enhance their reading skills. As a result, SL can assist students in learning lecture material by providing them with real-world experiences that deepen their understanding in the promotion of critical thinking and a sense of responsibility for their education (Gardner, 2021). Hence, Hou (2022) posits that SL allows students to apply theoretical concepts from lectures to real-world experiences.…”

Section: Introductionmentioning

confidence: 99%

Benefits of Exposing Third-year English Language Student Teachers to Service Learning in One Rural-based University

Bele,

Mabusela,

Ntshangase

et al. 2024

IJHE

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The study explored the benefits of exposing third-year Bachelor of Education students to Service Learning at a rural-based South African University. Service Learning (SL) is a practice that links community service with learning activities to promote substantive learning. This study aimed to explore whether third-year student teachers could benefit from helping first-year student university students acquire literacy skills through SL. The study was underpinned by the Experiential learning theory (ELT). A qualitative research paradigm underpinned by an interpretative epistemology was used in this study. A non-random sampling technique was used to select participants from the Faculty of Education at the participating institution. Data were generated using observing classroom activities, semi-structured and focus group interviews. Data analysis emerged with themes and sub-themes. Overall, the results revealed that the third-year students gained self-confidence, enhanced self-esteem and enhanced academic skills. The study revealed that exposing students to SL made them gain academic knowledge, cognitive skills, interpersonal skills, and self-confidence as they endeavoured to put theoretical knowledge into practice. As a pedagogy, SL created an enabling environment for learners to express themselves freely – thereby creating space for the expression and consolidation of new experiences. Thus, the study suggested that SL be incorporated into pre-service teacher education programmes from the first year in a spiral curriculum modality up to the fourth (last) year of study. Incorporation of SL into teacher education programmes may be done by infusing it into School experience modules as proposed by the participants.

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Contemplative Pedagogy: Fostering Transformative Learning in a Critical Service Learning Course

Cited by 8 publications

References 35 publications

Exploring Service Learning From the Perspective of Early Childhood Pre-Service Teacher Education

Exploring Service Learning From the Perspective of Early Childhood Pre-Service Teacher Education

Integrating Buddhist Ethics into Boarding School Education : Character Development at Pasastrian Kusalamitra, Gunung Kidul, Indonesia

Benefits of Exposing Third-year English Language Student Teachers to Service Learning in One Rural-based University

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